Observations of the middle school environment: The context for student behavior beyond the classroom

Abstract

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school‐wide Positive Behavior Support. The observations were reliable and showed sensitivity to differences between school settings and between schools. Multilevel models with students nested in schools were used to examine the associations of staff practices and the school environment with student behavior. Less effective behavior management and more staff criticism, graffiti, and percentage of low‐income students were associated with student problem behaviors. Greater use of effective behavior management and positive attention, and fewer low‐income students were associated with positive student behavior. The use of data‐based feedback to schools for intervention planning and monitoring is illustrated. Implications for school‐wide efforts to improve student behavior in middle schools are discussed. © 2011 Wiley Periodicals, Inc.

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

“…Assessing School Settings: Interactions of Students and Teachers (ASSIST; Rusby, Crowley, Sprague, & Biglan, 2011;Rusby, Taylor, & Milchak, 2001). The ASSIST observational measure evaluates social processes occurring in the classroom.…”

Building the framework of local Adiwiyata schools in Sintang District, West Kalimantan Province

“…The data was gathered through questionnaire, in-depth interview and field observation, primarly used checklist for data confirmation (Jamal et al, 2013;Rusby, Crowley, Sprague, & Biglan, 2011). The questionnaire was developed from Adiwiyata school assessment criteria (Ministry of Environment's Regulation number 5, 2013).…”

Positive behavioral interventions and supports: How does it work and why does it work according to students?

“…Middle school students are at a pivotal stage in development in which they begin to experience emotional, social, physical, and cognitive changes that have long-term effects (Biglan, Crowley, Rusby, & Sprague, 2011). Emotional states often become less positive and less stable due to mood disruptions, risk behavior, and conflict with parents (Arnett, 1999;Biglan et al, 2004).…”

“…By reducing social problems and increasing academic achievement in a school setting, schools can work toward creating a more positive school climate that fosters successful learning and cognitive development. Biglan et al (2011) conducted a study in which they observed the behavior of middle schools students and staff, evaluating schools that tried to integrate PBIS strategies and behaviors. The study defined problematic behavior of students as being noncompliant, exhibiting potential dangerous action, and physical and/or verbal aggression toward peers (Biglan et al, 2011).…”

“…Biglan et al (2011) conducted a study in which they observed the behavior of middle schools students and staff, evaluating schools that tried to integrate PBIS strategies and behaviors. The study defined problematic behavior of students as being noncompliant, exhibiting potential dangerous action, and physical and/or verbal aggression toward peers (Biglan et al, 2011). Staff behavior was measured by evaluating connections made with students, use of praise and recognition, reinforcements used, and punitive consequences used (Biglan et al, 2011).…”